This paper examines the state of education in Syria, with a particular focus on forced displacement and its implications for education as both a fundamental human right and a tool for (in)justice. Building on the in-trans-formative lens conceptualized during my Ph.D. research, which addresses the complex temporal, spatial, and semantic dimensions of transitional justice projects, this study seeks to develop a nuanced understanding of the strategies, dimensions, implications, and processes of education in the context of conflict and its resolution. The paper explores education's role as a mechanism for transformative justice, aiming to promote genuine and meaningful reconciliation. Through a comprehensive review of multidisciplinary scholarship on education in Syria, this research maps four critical pillars: space, time, instruments, and stakeholders. The analysis aims to identify structural issues that contribute to conflict and propose mechanisms for accountability, both for education as a site of socioeconomic injustice and for education itself as a tool for fostering transformative justice. Beyond its contributions to the fields of transformative justice and peace studies, the paper seeks to theoretically consolidate the in-trans-formative analytical lens, demonstrating its applicability across disciplines and contexts. The findings offer policymakers, educators, and civil society actors a novel framework for developing policies and programmes that support education as a means of achieving genuine democracy and reconciliation in conflict-affected contexts and beyond.